I was just teaching a unit on working with discouraged learners and discussing tailoring teaching…whereas I heard: “I don’t have time to do that many lesson plans!” Ummm, who said you had to have 28 lesson plans for 28 students? But that is a common ‘reason’ to avoid doing it. Could it be an excuse? Or maybe simply people do not KNOW HOW…and as we are in education, it is okay not to know something – even if you are a teacher. But the best learner in the room should be the teacher or they are not a true educator. So, let’s at least remove ignorance of what can be done…
I have been an ardent fan of “tailoring instruction” since 1969 when I was suddenly by right of being a graduate student at FSU involved in the Elementary Teacher Preparation Project where we trained every single student in teacher ed. to individualize and then in the school where we were filming these “kids” doing their clinicals (with smaller kids the teachers on staff got so excited they asked us to train them! So we had an add-on grant and trained every K-3 teacher at Walter T. Moore School to be able to individualize. We explained to them a good teacher accommodates learners recognizing that each is different, i.e., AFFIRMING diversity. One way a school has done individualized instruction is not the same as another…so let’s talk about that.
I reckon there are – as my nine-year old buddy, Ira, used to say – “lebbenty-lebben ways”* to individualize instruction. You can do IPI – Individually Prescribed Instruction – where you look at what is “wrong” or “deficient” in a kid and then “build bridges” of curriculum to where he or she is supposed to be (according to some charts somewhere, or common core standards, or the state standards, or scope & sequence of the content provided by curriculum publishers). Delivery systems are boring workbooks (like Wisconsin’s famous DPI Bluebooks – Yawn!); or, buying content provider’s work kits, like the SRA Reading Kits, or make up your own. I prefer an online delivery system for at least some of it because there is so much content on the Internet now…but you have to screen kids as not many kids have the self-discipline until they are 30 or so.
Those are “deficiency-based” models…or “pothole pedagogy”…filling in what is missing or what the kid is “behind on” and not very motivating or positive in nature. And boring, to boot!
Then there is my preference, the strengths-based model, like the January Education Model** that is also learner-centered but where we begin with building curriculum around students’ natural interests, talents and abilities…THEY help by proposing projects at some age….later they can file a “green sheet” which is a template for a self-designed project…it can be with other students also, such as I used to do with gifted kids…they had to have an individual project and a group project everyone in the room worked on.
Learning or Interest Centers work well, too, where you have “Stations” set up for, say, Science, Math, Reading, History, Art, etc. and kids can choose from a list or learning activities and do their own record keeping.
There are a lot of options that allows teachers who MUST teach CERTAIN content do it in their way. No one says it MUST be Sit’nGit or SageontheStage, i.e. lecture. One can work in small areas in any course where students get a choice to tailor the course to THEIR ideal way of learning. Look below in the PS at one of my graduate students said.
Think on it.
Let me know if you can add anything to this list of possibilities for individualizing instruction.
PS – A teacher a year or so ago listed how she individualized instruction. Pretty creative: [This will all be a quote from that teacher, but note she says “a FEW I have used”]:
Individualization can be accomplished in an almost infinite number of ways. A few I have used are listed below:
- Using a pretest to determine prior knowledge
- Allowing proficient students to design their own exploration.
- Modifying delivery of content based on student needs, learning styles, etc.
- Providing choice in student demonstration of mastery. (test, project, verbal answers, etc.)
- Changing the environment to promote success (standing desks, preferential seating, lighting, etc.)
- Providing choices in daily academic tasks (ex. leveled assignments, number of problems)
- Modifying tasks (length, size, format, font, etc.)
- Creating learning contracts.
- Changing location to promote success. (ex. quieter room)
- Use of supplemental tools (ex. iPad, calculator, times table)
- Collaboration (small group, pairs, peer tutor, etc.)
*CRABAPPLE – A True Story of Hope & Miracles – The magical ninth year in boys by Anthony Dallmann-Jones – soon to be an eBook!
**FIXING PUBLIC EDUCATION by Anthony Dallmann-Jones and Nine Extraordinary Educators